A volume in Research on the Education of Asian Pacific Americans Series Editors Clara C. Park, California State University, Northridge, Russell Endo, University of Colorado, and Xue Lan Rong, University of North Carolina, Chapel Hill (Sponsored by SIG-Research on the Education of Asian and Pacific Americans of the American Educational Research Association and National Association for Asian and Pacific American Education) This research anthology is the fifth volume in a series sponsored by the Special Interest Group - Research on the Education of Asian and Pacific Americans (SIG - REAPA) of the American Educational Research Association and National Association for Asian and Pacific American Education. This series explores and examines the patterns of Asian parents' involvement in the education of their children, as well as the direct and indirect effects on children's academic achievement; Asian American children's literacy development and learning strategies; Asian American teachers' motivation to enter teaching profession, and strategies to recruit and retain them; the ""model minority stereotype"" of Asian American students and their socio-emotional development; campus climate and perceived racism toward Asian American college students, etc. This series blends the work of well established Asian American scholars with the voices of emerging researchers and examines in close detail important issues in Asian American education, parental involvement, and teacher recruitment. Scholars and educational practitioners will find this book to be an invaluable and enlightening resource.

In the fall of 2009, Amy Lutz and her husband, Andy, struggled with one of the worst decisions parents could possibly face: whether they could safely keep their autistic ten-year-old son, Jonah, at home any longer. Multiple medication trials, a long procession of behavior modification strategies, and even an almost year-long hospitalization had all failed to control his violent rages. Desperate to stop the attacks that endangered family members, caregivers, and even Jonah himself, Amy and Andy decided to try the controversial procedure of electroconvulsive therapy or ECT. Over the last three years, Jonah has received 136 treatments. His aggression has greatly diminished, and for the first time Jonah, now fourteen, is moving to a less restricted school.

"Each Day I Like It Better" recounts the journeys of Jonah and seven other children and their families (interviewed by the author) in their quests for appropriate educational placements and therapeutic interventions. The author describes their varied, but mostly successful, experiences with ECT.

A survey of research on pediatric ECT is incorporated into the narrative, and a foreword by child psychiatrist Dirk Dhossche and ECT researcher and practitioner Charles Kellner explains how ECT works, the side effects patients may experience, and its current use in the treatment of autism, catatonia, and violent behavior in children.

Karl Koenig, the founder of Camphill, was a prolific lecturer and writer on a wide range of subjects from anthroposophy and Christology through social questions and curative education to science and history. The Karl Koenig Archive are working on a programme of publishing these works over the coming years. This is the fourth book to be published in the series. In this remarkable collection of Karl Koenig's letters and essays, Koenig considers and discusses the fundamentals of special needs education. He shows that there are three core aspects to a successful holistic education and healing approach: firstly, a positive social environment, which in the context of Camphill is achieved through small family units of carers and children; secondly, that carers' work is based on an insightful understanding of the nature and potential of each individual child and disability; and thirdly that medical treatment is imbued with courage to keep believing that the impossible is possible.

Developing Language and Literacy: Effective Intervention in the Early Years describes successful intervention programmes to improve the phonological skills, vocabulary, and grammar of young children at risk of reading difficulties. * Presents two structured intervention programmes to provide support for young children with language and literacy difficulties * Describes clearly how to improve the language and foundation literacy skills of young children in the classroom * Includes information about how to assess research, and how to monitor and design intervention strategies for use with individual children * Helps teachers to develop an understanding of the intervention and research process as a whole * Additional journal content to support this title is available click here

Let's face it: There's no time like the present to learn English. It's the world's most widely spoken language. It permeates nearly every aspect of our daily lives. Mastering pronunciation, figures of speech, and idioms are just a few of the challenges students may face.

Even so, learning to actually use American English comfortably isn't among the easiest of tasks, Author Jeannie Yang hopes to help with that. Numbered lessons and regimented exercises only serve to make an already daunting task seem impossible. They don't help, so they aren't welcome in this book. Professor Jeannie Yang has takes a new approach to learning conversational English-inviting you to the conversation

Written in the form of a movie screenplay, these fictional scenarios innovatively invite you to actively engage in conversations on a variety of subjects and in a variety of settings. As you speak their words, you can imagine that you are one of the characters-and you'll be learning at the same time.

You'll meet

Mi Hee-a sweet and spunky young woman from Korea who dreams of studying at an American university

Kenny-an intellectual from Hong Kong who's lived and studied in the United States for years

Roy-Kenny's best friend, whose liberal use of slang is in stark contrast to Kenny's esoteric vocabulary

Whether you are going on a cruise or heading for a job interview, this book serves as a practical and entertaining guide to getting more comfortable with conversational American English.

Finding out that your child is on the Autism Spectrum is just the beginning. The diagnosis will give you some information, but the choices parents make next can impact the journey that the child and the family must follow. This journey is likely one of great highs and some very challenging lows. Parenting the Autistic child is a unique parenting experience for many reasons. First, your child may have difficulty communicating their needs. Second, the systems and organizations your child will have to navigate are rarely designed with Autism in mind. As a parent, you will need to be engaged in learning about Autism every day. Certainly, this includes learning about your child, but you must be seeking external knowledge too. Autism Parents must actively gain knowledge about necessary therapies, developmental pediatricians, available resources, autism support services, the school systems, the legal systems, the criminal justice system and on and on. While the learning curve is step, the challenge is intensified because the parents of autistic children are often very isolated. How can they obtain the critical information needed for them to develop and protect their child? This book offers insight into the information parents will need to support their Autistic child from their first day of school until their last. Each chapter provide knowledge regarding a critical aspect of parenting including specific steps, potential challenges, research and antidotes about different aspects of the Autistic individual's academic experience. This book will fill the gap between autism peer reviewed literature and self-help parented advice books. The objective is to offer critical information that parents will need to develop their child and keep their child safe throughout their academic experiences. Each chapter will include research, antidotes, resources, and critical steps to help navigate the special needs academic environments autistic children will experience. The chapters will be presented in a reader friendly format to support diverse parent learning needs. The book is designed to empower parents and to help parents empower their autistic children.

This book examines the mathematical difficulties in typical and atypical populations. It discusses the behavioural, educational and neuropsychological characteristics of people with mathematical difficulties, and educational interventions to prevent, diagnose, treat or ameliorate such difficulties. The book brings together studies from different disciplines, including developmental psychology, neuroscience and education, and includes perspectives from practicing teachers.
The book is divided into three major sections. The first includes chapters about the nature and characteristics of mathematical difficulties in the population as a whole, in relation to both psychology and education. The second deals with mathematical difficulties in children with other problems such as specific language impairment and dyslexia. The third discusses methods of interventions aimed at preventing, treating or ameliorating mathematical difficulties, and will include discussions of assessment and diagnosis.

There can be little doubt that the rapid technological developments that have characterized the decades since the middle of the 19th century have given great scope for improving the quality of life of disabled people. Disabled Students in Education: Technology, Transition, and Inclusivity reports on 15 research projects aimed at improving the educational prospects of disabled people. Through its discussion of three main themes technology, transition, and inclusivity this book aims to be of interest to disabled students, their parents and teachers, and the people who run, and set policies for, their educational providers.

Ann Millan shares the story of how she helped her daughter, Robin, move past the many challenges of severe autism in Autism-Believe in the Future. Her first goal was simple; she wanted to stop the screaming, running, and self-injurious behaviors that her daughter exhibited. For ten years, Ann was told by professionals that she needed to accept Robin's disabilities. Not one to give up in the face of adversity, Ann finally found quality professionals to help her. Ann knew education and therapies were Robin's priority, but self-image and socialization became her focus. Ann also knew Robin's inappropriate behaviors were unacceptable in society. Ann and her husband, Bob, became Robin's case managers and Robin progressed beyond their wildest dreams. Autism is not a one-size-fits-all disability, so focusing on just one intervention did not lead Robin to successful adulthood. Many steps had to be taken along the way to get her successfully to her goal Parents and autism professionals must work together, developing quality support and services that are cost-effective-so we can all believe in the future for our children. Today, Robin has two jobs, lives in her own condominium, drives her own car, and is a part of her community. This is her story

Autism Spectrum Disorders (ASD) has received considerable educational, research, medical and media attention the past ten years. Yet the condition was first described more than a hundred years ago. Due to the disorder being confused with childhood schizophrenia, there was a lack of definitive attention by special educators, medical professionals and mental health clinicians to advance parameters related to: causes; prevalence; identification and diagnosis; education and treatment. Positively, this confusion changed starting in the 1980s with the clarification of the differences between these disorders with the 1980 publication of the" Diagnostic and Statistical Manual of Mental Disorders" (DSM-III). Soon after, the 1990 federal legislation "Individuals with Disabilities Education Act" recognized the disorder as a disability category eligible for special education services. Both of these events lead to an explosion of information related to: finding causes; accurate identification and diagnosis; best educational practices; and social, emotional, and behavioral treatments. Even with this explosion in the body of knowledge concerned with this disorder, much more needs to be learned and discovered. The successful use of this body of knowledge requires that accurate information be provided to educators, parents, clinicians, medical professionals, and mental health professionals to counter misinformation that exists among the general public, educators and clinical professionals. This is the primary purpose of "Autism Spectrum Disorders: Inclusive Community for the 21st Century." It is accomplished by chapters on: the delineation of a blueprint for systems of care for persons with ASD and their families; a model to assist professionals in tackling the challenge of developing employability for individuals with high functioning ASD; best practice and research guidelines that lead to an affirmative ASD diagnosis; a comprehensive and current synopsis of genetic factors associated with ASD; adjustment challenges that may be present for a sibling of an individual with ASD; a comprehensive description of an innovative community-based clinic that provides services needed by Individuals with ASD to meet their social, behavioral, educational and mental health needs; and effective treatment strategies and techniques that can be utilized by parents and educators to work effectively with children who have ASD. The chapters are written by researchers, clinicians, business professionals, and university professors who have an extensive knowledge of ASD. The contents of the book are an excellent reference for special education teachers, school psychologists, practicing mental health clinicians, and parents and family members of children and adults with ASD.

Though the Filipino American population has increased numerically in many areas of the United States, especially since the influx of professional immigrants in the wake of the 1965 Immigration Act, their impact on schools and related educational institutions has rarely been documented and examined. The Other Students: Filipino Americans, Education, and Power is the first book of its kind to focus specifically on Filipino Americans in education. Through a collection of historical and contemporary perspectives, we fill a profound gap in the scholarship as we analyze the emerging presence of Filipino Americans both as subjects and objects of study in education research and practice. We highlight the argument that one cannot adequately and appropriately understand the complex histories, cultures, and contemporary conditions faced by Filipino Americans in education unless one grapples with the specificities of their colonial pasts and presents, their unique migration and immigration patterns, their differing racialization and processes of identity formations, the connections between diaspora and community belonging, and the various perspectives offered by ethnic group-centered analysis to multicultural projects. The historical, methodological, and theoretical approaches in this anthology will be of interest to scholars, researchers, and students in disciplines which include Education, Ethnic Studies, Asian American and Pacific Islander Studies, Anthropology, Sociology, Political Science, Urban Studies, Public Policy, and Public Health.

Using Technology to Enhance Special Education, Volume 37 of Advances in Special Education, is a logically, thoughtfully organized, and well-sequenced text. It focuses on how general and special educators can use technology to work with children and youth with disabilities. This cutting-edge book involves researchers, scholars, educators, and leaders who are knowledge producers in the field. It is written to respond to today's changing world where technology has become a very powerful force. As it stands, the world is getting smaller and smaller; and what is happening in a location quickly becomes known everywhere. For example, during the tense periods of the global COVID pandemic, technology became the livewire of our world. This book begins with an introduction to technology and students with disabilities; and the remaining chapters focus on the role of technology in the education of students with learning disabilities, emotional and/or behavioral disorders, and intellectual disabilities, autism spectrum disorders, physical and health impairments, hearing impairments/deafness, visual impairments, and traumatic brain injuries. In addition, some chapters focus on the role of technology in achieving equitable and inclusive education, building culturally and linguistically responsive general and special education, and creatively using digital comics to improve written narratives. In the end, this book concludes with a chapter that forward looking ways to infuse technology in special education. We feel that this volume is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve students with disabilities.

This volume covers significant highlights in the history of gifted education, addressing significant contributors to the field, important political and policy concerns, and programs and practices of note. The book's scope is holistic, using Ayn Rand's concept of "men and women] of the mind" to frame giftedness as a quality of individuals that extends beyond the academic or "schoolhouse" setting and into a range of aspects of the lived human experience of gifted individuals. CONTENTS:

The schools have an obligation and a duty to provide learning experiences for children that will develop in them, to the limit of their potential, those skills, attitudes, and values that will insure their continued education and happiness. The students of today must be prepared to accept their responsibilities as citizens of a problem-ridden, shrinking world of tomorrow. lt is vital that the curriculum be constructed in such a way that the student will be able to deal imaginatively with the problems he will face as an adult. Successful teaching recognizes that each student is an individual and must be respective as such. Discipline, which is necessary for character development, should be provided from without until a student has matured enough to internalize values and become self-disciplined. This is an evolving process. Talented teachers are keenly perceptive, sensitive, and enjoy being with children.They know that child-study is essential if they are to understand children.They have learned that a multitude of factors affect a child's success as a person.These valuable educators are only one influence in a student's total development and that they must understand the many other influences.They are thoroughly familiar with the community, its institutions and mores, and the child's home-life. It is the purpose of this study to ascertain whether the teaching techniques of the "Montessori Method" can be applied to the mentally retarded and whether the application of these techniques is the answer to the need for self-activity shown by children who belong in this category. The term "Self-Activity" will refer not only to the active use of the voluntary muscles, but to the spontaneousactivities of the child, as a personalty. The question raised is a very important problem indeed, since its solution may affect the lives of innumerable children all over the world; therefore the writer believes that it deserves careful analysis and research. Furthermore, it would appear that the question is a very timely one, as the discussion about teaching methods in general has reached a state of great animation, and the problem of hour to deal with exceptional children("exceptional" taken in a positive as well as in a negative sense) is one of the most hotly debated issues of this controversy. The growing interest shown by educators as well as laymen in the Montessori method appears to indicate that this system does offer a set of valuable suggestions, and it was in the light of these circumstances that the present study was undertaken.

This text provides an accurate, comprehensive, and contemporary description of applied behavior analysis in order to help readers acquire fundamental knowledge and skills Applied Behavior Analysis provides a comprehensive, in-depth discussion of the field, offering a complete description of the principles and procedures for changing and analyzing socially important behavior. The 3rd Edition features coverage of advances in all three interrelated domains of the sciences of behavior-theoretical, basic research, and applied research-and two new chapters, Equivalence-based Instruction (Ch. 19) and Engineering Emergent Learning with Nonequivalence Relations (Ch. 20). It also includes updated and new content on topics such as negative reinforcement (Ch. 12), motivation (Ch. 16), verbal behavior (Ch. 18), functional behavioral assessment (Ch. 27), and ethics (Ch. 31). The content of the text is now connected to the BCBA (R) and BCABA (R) Behavior Analyst Task List, 5th Edition.

This book is about how to teach English as a second language and how second language students learn. With Communicative Language Teaching (CLT) at its centre, it takes a practical approach to second language teaching backed up by clearly explained theory. Presenting eight essential principles across twelve chapters, the book covers Learner Autonomy, Social Learning, Integrated Curriculum, Meaning, Diversity, Thinking Skills, Alternative Assessment and Teacher Co-learning, and shows how technology and reflective teaching can be used to support and enhance these essentials in the classroom. Combining theory and practice, Essentials for Successful English Language Teaching explains how these principles interweave and support each other within the CLT paradigm, demonstrating why they are best implemented as a whole, rather than one at a time. Now revised and brought fully up to date, this new edition includes: - A brand new chapter covering technology and cooperation in teaching practice and how they support CLT-based activities - Vignettes for each essential principle to consolidate theory and demonstrate best practice - Updated real world examples, drawing on teaching experiences from North America, Africa and Asia Taking a 'big picture' view that assumes no prior knowledge of linguistics or language education, Essentials for Successful English Language Teaching is an energising and fun guide for language practitioners.

International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that primarily focus on empowering students (children, adolescents, and young adults) from diverse current circumstances and historic beliefs and traditions to become non-exploited/non-exploitive contributing members of the 21st century. The series draws on the research and innovative practices of investigators, academics, and community organizers around the globe that have contributed to the evidence base for developing sound educational policies, practices, and programs that optimize all students' potential. Each volume includes multidisciplinary theory, research, and practices that provide an enriched understanding of the drivers of human potential via education to assist others in exploring, adapting, and replicating innovative strategies that enable ALL students to realize their full potential. Chapters in this volume are drawn from a wide range of countries including: Australia, Brazil, Canada, China, Finland, Georgia, Haiti, India, Italy, Kyrgyzstan, Portugal, Slovenia, Tanzania and The United States all addressing issues of educational inequity, economic constraint, class bias and the links between education, poverty and social status. The individual chapters provide examples of theory, research, and practice that collectively present a lively, informative, cross-perspective, international conversation highlighting the significant gross economic and social injustices that abound in a wide variety of educational contexts around the world while spotlighting important, inspirational, and innovative remedies. Taken together, the chapter's advance our understanding of best practices in the education of economically disadvantaged and socially marginalized populations while collectively rejecting institutional policies and traditional practices that reinforce the roots of economic and social discrimination. Chapter authors, utilize a range of methodologies including empirical research, historical reviews, case studies and personal reflections to demonstrate that poverty and class status are socio-political conditions, rather than individual identities. In addition, that education is an absolute human right and a powerful mechanism to promote individual, national, and international upward social and economic mobility, national stability and citizen wellbeing.

Written for administrators, teachers, and resource professionals, this book is designed for anyone who works with children or who may serve in an administrative capacity. The text is designed to assist in enhancing or developing an understanding of emotional intelligence and its implications for the classroom, the workplace, and church.